Abstract
Student questioning is an important self-regulative strategy and has multiple benefits
for teaching and learning science. Teachers, however, need support to align student
questioning to curricular goals. This study tests a prototype of a principle-based scenario that
supports teachers in guiding effective student questioning. In the scenario, mind mapping is
used to provide both curricular structure as well as support for student questioning. The fidelity
of structure and the process of implementation were verified by interviews, video data and a
product collection. Results show that the scenario was relevant for teachers, practical in use
and effective for guiding student questioning. Results also suggest that shared responsibility
for classroom mind maps contributed to more intensive collective knowledge construction.
Original language | English |
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Journal | Research in Science Education |
DOIs | |
Publication status | Published - 17 Jul 2017 |
Keywords
- student questioning